myendeavour.uk€¦ · Web viewProvide regular counselling for key staff who deal with pupils in...

School Development

Plan2019 - 2020

School Development Plan2019 -2020

Vision and Values

Our visionOur aim is to give our students the best possible education in a safe, healthy and happy school where everyone matters and where learning is at the heart of everything we do.

Our values

Positivity: We engage children in learning to allow for all pupils to have a positive experience of education.

We recognise pupils’ progress daily. All of our pupils achieve and this is rewarded and celebrated.

We promote positive relationships between parents/carers, pupils and staff.

Mutual respect and tolerance are central to our ethos.

Understanding: We use a nurturing approach to meet pupils’ individual needs.

We have a good understanding of our learners and when they need support.

We want the best outcomes for our children and share their parents’/carers’ hopes and aspirations.

Individuality and diversity are celebrated.

Personalised: We develop tailored programmes relevant to a pupil’s individual needs and interests.

We adapt the learning environment and curriculum to allow young people to feel safe, secure and enable them to achieve.

We provide our pupils with a range of strategies to help them to succeed in life.

The child is at the heart of everything we do.

2


2019/2020 Priorities

QUALITY OF EDUCATION

Improve pupil progress in the non-core subjects (GC) Review the KS4 curriculum to ensure it better meets the needs of all pupils (AH/SG) Fully embed the principles of ELKLAN (Communication Development Group) Develop strategies to improve the teaching of pupils on the ASD spectrum (AH) Further develop our nurture group provision (KB)

BEHAVIOUR AND ATTITUDES

Improve attendance (AH) Develop a consistent approach to attachment/trauma through the use of emotion

coaching and restorative practices (AB/KB)

PERSONAL DEVELOPMENT

Further develop emotional literacy and Mindfulness (KB) Improve the quality assurance of safeguarding (AB)

LEADERSHIP AND MANAGEMENT

Expansion of the schools (AB) Improve staff wellbeing (AOB) Develop a communications strategy (AB) Reorganise the school day to better meet the needs of all learners (AB) Develop leadership capacity throughout the schools (AB)

3

1. Quality of Education

Priority 1: Improve pupil progress in the non-core subjects Success Criteria: 70% of pupils to make at least expected progress in the non-core subjects.

Action Milestones Date Responsibility Outcomes Resources/ Cost Status (R/A/G)

1.1.1 Review and develop the Federation Curriculum Overview for non-core subjects matched with the National Curriculum Programmes of Study to ensure full coverage and progression in each year group in non-core subjects

To appoint subject leaders in non-core subjects which will be linked to their appraisal

SLT to review curriculum overviews for non-core subjects at SLT meetings to ensure there is continuity on both KS2/3 sites which then feeds into KS4

September 2019

September 2019

HOC

HOC

All non-core subjects are successfully being co-ordinated by staff

A whole Federation Curriculum overview is developed for non-core subjects

No cost

INSET

1.1.2 Review and develop schemes of work and medium term planning to ensure full coverage and progression in each year group in non-core

Newly appointed subject leaders to meet and develop schemes of work using the agreed Federation overview

October half term

HOC and Subject leaders

Joint cross Federation meetings to take place with specific subject leaders to develop curriculum

Subject leader non-contact time


subjects

1.1.3 Develop a comprehensive assessment system to monitor pupils’ progress in non-core subjects

To update Classroom Monitor with differentiated learning outcomes for non-core subjects

To use Classroom Monitor as an assessment tool with updated objectives linked to new curriculum overviews

December 2019

January 2020

HOC and Subject leaders

EH and HOC

All teachers will be able to use and assess all non-core subjects using the new objectives on Classroom Monitor

All teachers will be able to carry out formative assessment in non-core subjects

Time

Classroom Monitor costs

1.1.4 Monitor and review quality of planning, teaching, pupil work and progress in non-core subjects

During QA monitoring, specific time is allocated to focus on assessing planning, marking and pupil progress in non-core subjects

April 2020 Subject leaders Developing the role of the middle leaders by supporting them to monitor in the non-core subject they are co-ordinating

Adding non-core subject monitoring to Blue Sky and link to teacher appraisals

Teacher time

Blue Sky cost

5


1.1.5 Whole school displays to be developed which have a non-core theme

To improve the profile of non-core subjects across the Federation by developing quality displays of pupil work and progress.

January 2020

Subject Leaders The best quality displays are photographed and uploaded onto the website, Twitter and the School Prospectus for parents and carers to see

Teacher time

Allocated money in the cost centres to purchase resources and equipment for subject specific needs

Priority 2: Review the KS4 curriculum to ensure it better meets the needs of all pupils

Success Criteria: Provide music and drama on the curriculum Operate an options system for year 9 pupils moving into KS4


1.2.1 To gain a greater understanding of the current needs of other pupils at KS4

Analyse results of vocational and GCSE Courses in order to identify which provide the most successful outcomes

Staff/vocational centre input into what subjects they feel work better with SEN pupils. Create a Federation staff and vocational staff centre questionnaire to distribute

Staff consultation of

September 2019

Nov 2019

AH/SG

AH/SG

Gain a greater understanding of pupils emotional and academic strengths and highlight which particular subjects pupils produce better outcomes

6


what the 3 curriculum (Academic, practical learning, vocational/bespoke) pathways should look like

Dec 2019 and ongoing

AH/SG

1.2.2 To create a system for pupils in year 9 to choose options for KS4

Analyse results of pathway programmes (See 1.2.1)

Consultations with all vocational centres, teachers and TA’s to identify external and internal expertise in any subjects

Create a business plan to consider costs and resources

Create an options choice questionnaire for students

Options Choice sheet provided to students in Year 9

Dec 2019

Jan 2020

Feb 2020

March 2020

AH/SG

All HOC

AH/SG

SG

KS3 HOC

To see clear guidelines of the most relevant subjects appropriate/relevant subjects

Provide a teaching pool for all subjects

A viable curriculum option framework can be offered

To consider student interests and career aspirations to support post 16 transitions.

Access to wider choice of subject’s curriculum for all KS4. To formulise their choices of curriculum.

7


Change the title of enrichment to options afternoon.

June 2020

Sep 2020AH/SW

1.2.3 Free resource database to enhance the teaching of vocational subjects including PHSE

Consult with all school staff, external agencies and vocational centres requesting offers of free delivery of courses relevant to students

Create a non-vocational resource database available in the Heads Shared Area.

Send to all schools

Sep 2019

March 2020

April 2020

AH/SG

SG

SG

Provide the details for the free resource pool for vocational subjects taking into account PHSE.

Schools can access free non-vocational subjects

1.2.4 Delivery of Music and Drama

Create a business plan including purchase of equipment

Locate an

April 2020

April 2020

AH/SG

AB

Consider costs and resources to be able to offer music and drama

Enable students to identify, process and

8


appropriate space in the new building plans

Advertise post

Interviews and appoint

May 2020

July 2020

AH/SG

AH/SG

express their emotions through the use of Drama and Music. These subjects can also help stimulate the brain which

Priority 3: Fully embed the principles of ELKLAN Success Criteria: 70% of lesson observations/ marking scrutinises to have good or outstanding as a grade

for ELKLAN criteria. Increase in the number of staff who have completed ELKLAN training. On each site 2 x L4

trained staff and 4 level 3 trained staff. Budget year of 2020/2021 for the federation to have a speech therapist.


1.3.1 Develop CPD training in ELKLAN strategies throughout the Federation.

CPD training plan for next year.

Staff audit of current ELKLAN need.

Half termly meetings of the communication development team.

Communication development team to meet termly with

18/7/19

18/7/19

18/7/19 then half termly

26/9/19

Communication Development team




CPD plan completed.

Needs identified audit completed.

CDT to meet 6 times a year. Needs identified and train planned.

Support in progression of ELKLAN across the

N/A

N/A

N/A

£600 x 3

9


Faith Cross.

Develop induction programme for new staff.

Spring termSummer term.

18/7/19Communication

Development team

federation.

New staff to have a good understanding of ELKLAN in a short period of time.

N/A

1.3.2 The development of joint observations across the federation.

For joint observations /learning walk to be built into the new timetable to share good practise.

Sept 2019 Communication Development team

Joint observation/ learning walks to happen at least once a term.

N/A internal cover

1.3.3 For the communication team to have input into new builds.

Communication team will be consulted on adaptations needed to make new build communication friendly.

TBC Communication Development team

SLT

New build will be a communication friendly environment

TBC

1.3.4 For the federation to have its own designated speech and language therapist.

For the Budget to plan in the costing of a speech and language therapist.

May 2020 Communication Development team.

Budgeting agreed

Recruitment in 2020/21

~£23,000 plus depending on pay banding

1.3.5 Develop Tier 2 vocabulary into designated form/ literacy sessions.

Staff to monitor pupils progress with tier 2 words in weekly sessions.

Sept 2019 weekly

Communication Development team.

Pupils progress in Tier 2 vocabulary will be monitored

NA

10


1.3.6 To continue the monitoring of ELKLAN strategies.

SLT to monitor ELKLAN in termly lesson observation, planning and marking scrutiny.

Targeted ELKLAN learning walks focusing on form times.

Termly

Half termly

SLT 70% of staff to get good/ outstanding in lesson observation/ planning and marking scrutiny based around ELKLAN and differentiation.

NA

Priority 4: Develop strategies to improve the teaching of pupils on the ASD spectrum

Success Criteria: A 30% reduction of behaviour incidents for ASD pupils A 30% reduction in the exclusion of ASD pupils A 10% improvement in attendance of ASD pupils


1.4.1 Create an informed training programme to support staff in understanding challenging behaviour presented by pupils with an ASD diagnosis/profile

Analyse the Iris data for all ASD pupils to ascertain where and why incidents are occurring to determine if there are key areas across the Federation where more effective and targeted support could be offered

Ensure that there are termly sessions built

JW, AH & JMc

JW & JMc

To reduce the number of behaviour incidents of pupils with a diagnosis of ASD

Staff confidently identify ASD

11


in to the CPD calendar for ASD focused training “the emotions behind the behaviour”

anxiety and can put support measures in place

1.4.2 To consider how best to support pupils with an ASD diagnosis/profile during unstructured times

All centres to have an ASD friendly base room for use during unstructured times including form time and eating.(This should be moderated by JMc and JW)

Identify a list of activities/rewards most likely to enable pupils with an ASD diagnosis to be successful during unstructured times

JW & JMc

JW & JMc

To ensure that pupils with an ASD diagnosis can feel secure during unstructured times which in turn will result in them being able to focus when it’s lesson times.

All centres to offer ASD friendly activities and rewards based on what we know typically works for a pupil with an ASD profile.

1.4.3 To consider how best to support pupils on off-site visits/ D of E

Create a good practice checklist to be used by all leaders of off-site visits/D of E

Offer training and

JW

JW

Improve the participation of ASD pupils in extra-curricular activities

Reduce the number of

12


exemplar resources/ templates to support with the implementation of the checklist

behaviour incidents occurring off-site

1.4.4 To effectively prepare pupils with an ASD diagnosis/profile for new experiences/ emotions

Create a library in the Head’s shared area of social stories

JW Pupils are more likely to cope with unfamiliar/stressful circumstances

1.4.5 To enable staff to independently develop their knowledge of ASD strategies

Create a library/reading list of recommended reading

SLT Even the most experienced staff continue to develop their ability range to support and teach pupils with ASD

Priority 5: Further develop our nurture group provision Success Criteria: Pupils working in nurture groups have increased attendance (10%) and fewer exclusions

(30%). Reduction in PI’s for pupils within the nurture group (10%)


1.5.1 Nurture group teachers are trained in the Theory and Practice of Nurture Groups.

Current cohort of staff complete their training – AA (SX) JM (CC). Teachers to set up classroom in line with principles -

July 19 HOC

Nurture Group Teachers with HOC

Staff working in the nurture groups are all trained and are implementing the nurture group ethos and values within the classrooms.

13


Staff from each site identified for the training.

Trained staff lead CPD for other staff in the main principles and practices of Nurture Groups.

June 19

June 20

HOC

HOC

2. Behaviour and Attitudes

Priority 1: Improve attendance Success Criteria:14/15 15/16 16/17 17/18 18/19 19/20

SX 78% 88% 82% 75% 88% 90%MH 77% 85% 83% 82% 77% 85%CC 60% 67% 75% 67% 76% 80%WC 45% 60% 75% 70% 45% 55%

Action Milestones Date Responsibility Outcomes Resources/ Cost Status

(R/A/G)2.1.1 Ensure that

pupils are on the right medication to suit their needs

The office to make termly calls to check that our medication records are correct

GN to inform school of pending CAMHs appointments in order for us to

Sept 2019 and ongoing

HOC and DSL, office staff

Pupils can focus for longerLess impulsive behaviour reducing damage, violent incidents and days lost through exclusions

14


remind pupils and parents and ensure that they attend. School to offer support with transport if needed.

DSL & GN to keep a record of all appointments/interventions so that we can track impact

2.1.2 Ensure that a discussion with the pupil takes place within a few days of a dip in attendance or after a long period of absence

Form Tutor/Identified close member of staff to arrange a discussion with the pupil to offer early intervention support e.g change in groups, timetable, transport etc.

Form tutor to refer to SLT and DSL where applicable (Early Help/Mash referrals, therapy)

Sept 2019

Sept 2019

HOC and Form Tutors

Pupils know that we offer them support immediately improving motivation

Staff are aware of any personal factors impacting on their attendance and can offer support. This should reduce the number of pupils refusing school.

2.1.3 Weekly attendance meeting

HOC to meet with office member responsible for

Sept 2019 HOC and DSL, office staff

Consistent liaison with parents

15


attendance admin. Identify any pupils with 80% attendance or less/more than 10 sessions missed

Follow attendance procedures

Refer to Early Help attendance team from the point of letter 3

Sanctions for parents who don’t engage in line with legal requirements

Supportive and appropriate approach to offer the opportunity to build positive relationships with our parents

2.1.4 Attendance Rewards

School council to meet annually to review attendance rewards systems and feedback to SLT

SLT to agree attendance reward schemes across the Federation in line with budget planning

Oct 2019

Oct 2019

HOC and school council

Pupils feel like they are taking ownership of the scheme

Pupils are motivated by appropriate rewards which in turn improves attendance and school engagement

Priority 2: Develop a consistent approach to attachment/trauma through the use of emotion coaching and restorative practices

Success Criteria 10% reduction in fixed term exclusions 0.3% improvement in staff attendance 20% reduction in damage due to pupils in crisis


2.2.1 Improve the Daily circle time for Sept 2019 AB Standard school Ed Psych time

16


mental health and wellbeing of all pupils

all pupils and staff at the start and end of the day.

Ed Psych to train staff in the use of circle time

Daily PSHEC lessons with a particular focus on emotional literacy once per week

Introduce daily scheduled mindfulness

June 2019

Sept 2019

Sept 2019

AB

AB

AB

timetable to be used at each site

All staff able to deliver circle time

PSHEC curriculum clearly highlights emotional literacy curriculum

2.2.2 Improve the capacity of staff to influence how they react and respond to emotions in others.

Provide regular counselling for key staff who deal with pupils in crisis and SLT

Half termly reflective sessions for all staff

Mindfulness training available for all staff through an annual 10 week course in self-practice

June 2019

October 2019

Jan 2020

AB

AB

KB

Improved staff well-being See 4.2.1 and 4.2.2

17


Stress management training available for all staff twice yearly. Sept 2019

and February 2020

AOB

2.2.3 All staff have improved understanding of dealing with attachment/ trauma

Changing Minds to train all staff

Key staff trained as Emotion Coaching Trainers

All staff trained in the principles and use of Emotion Coaching.

Sept 2019

April 2019

July 2019

AB

AB/KB

AB/KB

Emotion coaching is being used with pupils to good effect.

2.2.4 Helping children and staff to understand the different emotions they experience, why they occur and how to handle them

Trained Emotional Coaching Mentors who are also trained in Restorative Approaches at each site

Creation of Safe Havens

Consistent approach to reflective practice after a crisis

June 2019

Nov 2019 & Feb 2020

Dec 2019

Dec 2019

AB

AB

KB

KB

Improved pupil well-being

18


2.2.5 Replace the Behaviour Policy with a Behaviour Regulation Policy

SLT to co-create the template for the new policy working with Changing Minds

Changing Minds to lead staff training at the start of the academic year to introduce the new policy/procedure

May 2019

Sept 2019

AB

AB

All staff aware of the new policy.

3. Personal Development

Priority 1: Further develop emotional literacy and Mindfulness

Success Criteria: Increase number of pupils making the top weekly reward (20%) Reduction in PI’s (10%), Fixed term exclusions (30%) and increased attendance (5%)


3.1.1 Improve daily check in for all pupils

Ed Psych to complete training to staff at all sites on circle time.

SLT to agree non-negotiables that should take place during the daily check in.

May 19

June 19

AB

SLT

All staff able to deliver a quality circle time session and pupils have an improved start to the day.

Learning walks will give actions on how to improve these sessions if necessary.

19


To timetable daily check in and check out sessions into the timetable

HOC/PSHEC lead to monitor check in sessions as part of learning walks

September 19

Autumn term 2019

HOC

HOC/ GH

3.1.2 To develop the emotional literacy curriculum across the school.

To include a weekly emotional literacy sessions with a specific focus across the federation

To build the weekly emotional literacy session into the timetable at each site.

To review the emotional literacy curriculum across the Federation

June 19 KB / GH

HOC

KB / GH

All staff will begin to have a mindful approach to learning, and will develop confidence with regular practice and training.

3.1.3 To develop a mindfulness

Each site to have at least 1 daily

September 19

HOC

20


curriculum mindfulness session timetabled in.

Each site have a mindfulness activities training by Avril

Each site to identify a member of staff to oversee mindfulness session (preferably a staff member who have completed .b course or equivalent)

To embed mindfulness practice into staff training (3-5 minutes to start or finish the training)

July 19

July 19

July 19

AB / KB

HOC

Mindfulness staff member

Priority 2: Improve the quality assurance of safeguarding

Success Criteria: Safeguarding Lead appointed 3 QA reports presented to SLT All Safeguarding Champions receive up to date training

Action Milestones Date Responsibility Outcomes Resources/ Cost Status

21


(R/A/G)3.2.1 Employ a

Federation Safeguarding Lead

Governors to approve the appointment of a safeguarding and welfare lead for the Federation.

The new position to be in the new budgets for 2019/20.

Position to be advertised and appointment made to start Sept 2019.

May 2019

June 2019

June 2019

AB

AOB

AB

Safeguarding and Welfare Lead appointed

C£6000

3.2.2 Safeguarding lead to have oversight of all safeguarding matters across the Federation

This role to have the responsibility for:

Annual Safeguarding audit

Reporting to Federation SLT termly on the QA outcomes

Ensuring that

Sept 2019

Nov 2019 and then half termly

AB

AB

The SLT are well informed about any safeguarding matters.

The annual safeguarding audit is sent to the LA on time and shared with GovernorsSafeguarding champions are up to date with training.

£1500 training costs

22


champions are up to date with training and that their role is widely known

AB

4. Leadership and Management

Priority 1: Manage the expansion of the schools (over 18 – 30 months)

Success Criteria (over two years): Increase pupil numbers to 335 across all schools Ensure that budget surplus never falls below 3% due to the costs of expansion Zero appeals from staff about the process


4.1.1 Engage with all stakeholders to ensure they understand our vision

Ensure all stakeholders receive timely communications

Staff:

Notify all staff about the expansion and discuss changes and opportunities

Engage with design process

Carry out consultations with staff/unions over all

Ongoing

February 2019

June 2019 onwards

June 2019 onwards

AB

AB

AB

All staff are engaged with the process.

Any complaints/concerns from the local community are effectively dealt with.

Governors report being well informed of the process.

23


items related to the expansion

Community

Meet with members of the local community around the new Southern Cross.

Hold some community engagement meetings at Southern Cross

Hold some open evenings at Southern Cross for potential new staff

Governors

Keep Governors informed at each stage of the planning and implementation process

Governors to agree

July 2019

Autumn Term 2019

Spring Term 2020

Each meeting

June 2019

AB

AB

AB

AB

AB

24


staffing structure and accountability model

Pupils/parents

Use the community newsletter and social media to engage with parents about the expansion process

Consult with all parents who will be affected and address any concerns

Engage parents and pupils in the design process

Other agencies

Ensure all agencies and services are aware of the changes and any families that might require additional support

Summer 2019 and termly

Spring 2020

Spring 2020

Summer 2020

AB

AB

KB

KB

KB

4.1.2 Develop a Work with the LA to March AB Staffing structure and

25


staffing structure for the new schools

agree a model for the expansion which meets the needs of the LA for place planning

Create a costed staffing model for the new schools

Develop a transition model to ensure staffing is in place at the right time to meet need and can be afforded.

Agree with the LA the timescale for increasing pupil numbers and the funding mechanism.

2019

April 2019

April 2019

February 2020

AB

AB

AB

transition plan agreed by Governors and LA.

4.1.3 Centralise HR and Finance

Create a costed plan for how central services will operate

Consult with SLT about how this will fit with the new accountability framework and how it

April 2019

May 2019

AB

AB

All centralised services are in place and operating in September 2020

26


will work operationally

Ensure the design of the new buildings create a space for the centralised services

Sept 2020 AB

4.1.4 Agree scheme of delegation and accountability structure

Agree the scope and range of the delegated authority for each school that takes account of the new staffing structure and centralised services

Sept 2020 AB Senior Leaders are well informed about the limits of their authority in the new schools.

27


4.1.5 Develop a transport plan

Update all pupils transport plans based on the new locations of Southern Cross

Develop a school transport plan and commission new services to meet the needs of pupils

Commission new transport for the additional pupils at Castlefield Campus

April 2020

May 2020

June 2020

KB

AOB

AOB

The transport system is in place and fit for purpose from September 2020

4.1.6 Plan the move to the new building

Finance

Audit all contracts at Mersey Valley and ensure that they are closed, transferred or passed to the PRU

Agree a budget for new resources for the new buildings

Furniture, equipment and other resources

April 2020

April 2020

AOB

AOB

All finance and resources are in place for September 2020

28


Ensure that the Southern Cross asset register is up to date

Transfer appropriate and usable resources to the new site

Dispose of all resources not required

Ensure that no records/resources are left at Mersey Valley and that the site is left in a good state of repair

Mar 2020

July 2020

July 2020

July 2020

AOB

AOB

AOB

AOB

Priority 2: Improve staff wellbeing Success Criteria: Improve staff attendance by 0.3%


4.2.1 To establish a staff counselling support & wellbeing service.

Contact identified service providers to develop a costed programme.

April 2019 AOB Reflective workshop dates arranged from Sept’19 to July’20 (8 each half term).

1 day contract required to offer SLT & DSL

Cost to be confirmed.

G8 Pt32 (new scale) permanent TTO contract & the salary

29


supervision sessions. would be £6,098 (on cost to be confirmed).

4.2.2 Implement annual training sessions that promote staff wellbeing.

Identify suitable suppliers to delivered February INSET training.

June 2019 AOB 2 half day sessions (AM & PM) on understanding work-life balance to be delivered by Mark Clayton.

Costs under negotiation.

4.2.3 To establish a Mental Health First Aid programme.

Work with Health Assured to deliver on-site MHFA training.

June 2019 AOB To educate selected employees on the common signs and symptoms of mental health issues.

2 day training course booked for 8 staff for the 9th & 10th of July’19. Cost £

Priority 3: Develop a communications strategy Success Criteria: 20 families from the new Southern Cross locality engage with the process 20 potential staff members attend an engagement event


4.3.1 Improve communications with parents and other stakeholders

Rebrand the Federation

Produce 3 community newsletters per year

Produce 3 staff newsletters per year

July 2019

Nov 2019Feb 2020June 2020

Sept 2019

AB

AB

AB

Community and staff newsletters are published and circulated.

Social Media channels are updated by each school every week.

£3000

30


Set up social media channels for each school and train staff on their use

Jan 2020May 2020

Sept 2019 AB/HOC

4.3.2 Market the schools to support expansion

Promote the schools through positive PR in the local press

Build relationships with the local community by organising two community events

Improve staff recruitment by arranging two staff recruitment events

Sept 2019 ongoing

Nov 2019

Jan 2020

AB

AB

AB

Engagement events are well attended.

£3000

Priority 4: Reorganise the school day to better meet the needs of all learners

Success Criteria: New school day agreed by governors All parental concerns addressed


4.4.1 SLT agree plans for changing the school day

SLT meet to discuss the pros and cons and look at possible models

April 2019 AB

4.4.2 School consults on the proposals

Parents/carers are consulted on the proposals for a new

April 2019 AB

31


school day.

Governors consider all responses to the consultation.

Governors decide whether to go ahead with the proposed changes.

May 2019

June 2019

Governors

Governors

Priority 5: Develop leadership capacity throughout the schools

Success Criteria: 11 staff provided with relevant leadership training Training programme evaluations show improved confidence of school leaders Training programme evaluations show impact on leaders’ practice All leadership courses successfully completed


4.5.1 Improve the quality of leadership at each site

Each site SLT to carry out the spotlight profile

Training events for each member of SLT to improve effectiveness.

Leadership coaching provided to senior staff at each site

Nov 2019

April 2020

April 2020

AB

AB

AB

Leaders report being better able to carry out their role.

£ Cost of changing minds

32


4.5.2 Build middle leadership capacity at each site

A range of courses to be provided for key middle leaders:

NPQML NPQSL NPQH NPQEL Level 3

Leadership

Sept 2019 AB All leadership courses successfully completed.

£15,500 + Level 3 @ £455 each

33

myendeavour.uk€¦ · Web viewProvide regular counselling for key staff who deal with pupils in...

Documents

Transcript of myendeavour.uk€¦ · Web viewProvide regular counselling for key staff who deal with pupils in...